The Support Rendered from Teacher Education Policies to Prospective Teachers’ Multicultural Competence Development in Ethiopia

Melesse Solomon

国際教育協力論集

Journal of international cooperation in education

[PISSN] 1344-2996

[EISSN] 1344-7998

[NCID] AA11281847

This study was designed to examine the support rendered from teacher education policies to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were basic policy documents (i.e., National Constitution, Higher Education Proclamation, Education and Training Policy, and Strategic Plan Documents) related to the pre-service teacher education program. Policy documents were selected using purposive sampling technique. And, data for these policy documents were collected through document analysis technique. This technique is supported by a coding sheet prepared using multicultural attributes and how they are manifested in the four preceding policy documents. Document analysis data were reported in words following themes made vis-àvis the research questions of this study. The fi ndings of the study confi rmed that basic policy documents reviewed seem to have given adequate contextual support to prospective teachers’ multicultural development, as policies guide the actual practice at schools.

Education [ 370 ]

eng

広島大学教育開発国際協力研究センター

Copyright (c) 2016 広島大学教育開発国際協力研究センター

[ISSN] 1344-2996

[NCID] AA11281847

[NAID] 40021061010